![in the class, it was spoon feeding or that if given notes,
student would not attend lectures 6.
Limitation:
The selection of subjects was not random. Students
became subjects by virtue of being present on the
day their class was surveyed. The selection of classes
was arbitrary.
Recommendation:
1. There are a number of Faculty development
programmes available in both public and private
sectors. The study recommends that all faculty
members should be exposed to all these
programme.
2. The study also proposed to organize exchange
programme between medical institutes within the
country and also exchange with overseas
countries.
3. Proposition is also to increase more and more
Faculty development programmes through
Director General Health and CME.
Conclusion:
Faculty development programme is an essential
component for production of quality doctors and as
such quality medical teachers. Credit should be given
to the members on participating different programme
and should have credit for attending such sessions
which will have impact on further promotion or
upliftment of the teachers.
References:
1. Srinivas D.K., Adkoli B.V. Faculty development in medical
education in India : The need of the day. Al Ameen J Med
Sci. 2009; 2: 6-13
2. Ahmed W.Current Status of Faculty Development Events
in Different Medical Institutions of Bangladesh. [thesis]
[Dhaka (Bangladesh)]: BSMMU. MMEd Examination Part III,
July – 2012.
3. Steinert, Y.Faculty Development-Abrief introduction.Amee,
2008.centre for medical education, Faculty of Medicine.
McGill University, 2008.
4. Charles R. Emery, Tracy R. Kramer and Robert G. Tian.
Return to academic standards: a critique of student
evaluations of teaching effectiveness. Quality Assurance
in Education .11(1); 2003: 37-46.
5. C.Yining, B.Leon, Hoshower.Ohio University,Athens, Ohio,
USA. Student Evaluation of Teaching Effectiveness: an
assessment of student perception and motivation.
Assessment & Evaluation in Higher education, 28(1); 2003.
6. M.Ruth, Beard, Hartley J.Teaching and Learning in Higher
education.4th
ed.Paul Chapman Publishing, London.
1984.p160.
Faculty Development Strategy is An Essential Element for Quality Teaching Matia Ahmed et al
25](https://image.slidesharecdn.com/juamc-312013-200202163013/85/Faculty-Development-Strategy-is-An-Essential-Element-for-Quality-Teaching-5-320.jpg)
Faculty Development Strategy is An Essential Element for Quality Teaching
- 2. Original Article Introduction: Faculty development is a planned program to improve an individual’s knowledge and skill in teaching, educational research and educational administration and to prepare institution and faculty members for various roles. Faculty development deals with training of teachers in carrying out their professional task, which leads to improvement in the quality of teaching and learning. It contributes to the competence of health professionals1,2. Faculty development or staff Faculty Development Strategy is An Essential Element for Quality Teaching Matia Ahmed1,Tasmina Parveen1, Rehana Yusuf 2, Eram Mustafiz3, Jahanara Laizu4, Azreen Momen Chowdhury5, Pervin Akter6, Farzana Yasmin7, Farzana Yesmin8, Feroze Quader9 Abstract: Quality teacher is an essential commodity for production of quality graduates, and quality graduates contribute to health standard of a community as such of a country. There are various faculty development program available in our country. Exposures to these programme play an important role in production of quality teacher. This is a study done on 50 phase-1 medical students regarding their attitude towards quality lesson imparted by faculty members of Physiology Department, Uttara Adhunik Medical College done in August 2012. This study reveals that attitude of their faculty members is strongly positive. In conclusion it can be said that inspite of having good quality faculty members in this Department they may be subjected to more and more faculty development program to achieve the best. Keywords: Faculty development, quality teaching (J Uttara Adhunik Med Coll. 2013; 3(1) : 22-25). 1. Department of Physiology, Uttara Adhunik Medical College, Uttara, Dhaka 2. Department of Forensic Medicine, Uttara Adhunik Medical College, Uttara, Dhaka 3. Department of Biochemistry, UttaraAdhunik Medical College, Uttara, Dhaka 4. Department of Pharmacology, Uttara Adhunik Medical College, Uttara, Dhaka 5. Department of Community Medicine, UttaraAdhunik Medical College, Uttara, Dhaka 6. Department of Physiology, Delta Medical College and Hospital. 7. Department of Physiology, Bangladesh Medical College and Hospital, 8. Department of Physiology, Popular Medical College and Hospital. 9. Department of Surgery, Uttara Adhunik Medical College, Uttara, Dhaka. Address of Correspondence: Dr. Matia Ahmed,Department of Physiology, Uttara Adhunik Medical College, Uttara, Dhaka development has become an increasingly important component of medical education. Staff development activities have been designed to improve teaching effectiveness at all level of education and it is specially important for the faculty members of basic science departments. It is a planned programme to prepare an institution and its faculty members for their academic roles and to improve individual’s knowledge and skill in the areas of teaching 3.Various programmes have been made such as attending lectures, symposia, and workshops or by survey assessment that improve quality of teaching. This study is an endeavor to assess faculty members of the Physiology Department which will have a positive impact on necessity of different activities required for further improvement. Materials and Methods: This is a cross-sectional study carried out on 50, 1st year medical students by the faculty members of Physiology department of Uttara Adhunik Medical College during their first eight months of entry to the subject (in the month of August 2012). The students were thoroughly informed about the objectives and encouraged for voluntary participation in this survey carried out through a self administered questionnaire which they filled in anonymously. It covers the information which they possessed. There
- 3. were also some spaces for comments that enable students to add points. They also explained that the faculty members should appreciate their co- operation and the course could be improved by their honest and needful opinion. Confidentiality of the data was assured. Different variables considered for opinion of the students included positive attitude of the teacher towards students, preparation for the class, enthusiasm of the teacher, relevance and meaningful lesson, clarity of lesson, clarification of areas of confusion, effective use of teaching methods, encouragement for questions and comments, availability of teacher, clear pronunciation, stimulation of interest and thinking, respect as individual, impartiality, caring towards student, and punctuality. Results: Positive attitude of the teachers towards students: On analysis of questionnaire of 50 students, 82% strongly agreed that the teachers have positive attitude towards students, 18% agreed but not as strongly as the previous group, and no one disagreed. Preparation for the class: 72% of the students strongly agreed that teachers were well prepared for the particular session whereas 28% agreed but less strongly. Enthusiasm of the teacher: 48% of the respondents strongly agreed that the teachers were enthusiastic, 44% agreed but not as strongly as others, 6% gave no opinion and only 2% strongly disagreed. Table-I Interpretations of different opinion of the students (n=50) Parameters Strongly Agree No opinion Disagree Strongly agree disagree Positive attitude of the teacher 41(82%) 09(18%) 00(0%) 00(0%) 00(0%) towards student Preparation for the class 36(72%) 14(28%) 00(0%) 00(0%) 00(0%) Enthusiasm of the teacher 24(48%) 22(44%) 03(6%) 00(0%) 01(2%) Meaningful & relevance of topic 26(52%) 23(46%) 01(2%) 00(0%) 00(0%) Clarity of lesson 23(46%) 26(52%) 01(2%) 00(0%) 00(0%) Clarification of areas of confusion 29(58%) 17(34%) 03(6%) 00(0%) 01(2%) Effective teaching method 21(42%) 19(38%) 10(20%) 00(0%) 00(0%) Encouragement for question and 21(42%) 27(54%) 00(0%) 00(0%) 00(0%) comments Availability of teacher 29(58%) 18(54%) 01(2%) 00(0%) 00(0%) Clear pronunciation 32(64%) 17(34%) 00(0%) 00(0%) 00(0%) Stimulation of thinking and interest 16(32%) 23(46%) 03(6%) 00(0%) 00(0%) Respect as an individual 24(48%) 19(38%) 05(10%) 00(0%) 00(0%) Impartiality 29(58%) 15(30%) 4(8%) 00(0%) 00(0%) Caring towards student 27(54%) 21(42%) 00(0%) 00(0%) 00(0%) Punctuality 39(78%) 6(12%) 1(2%) 00(0%) 00(0%) (Figures in parentheses indicate percentage) Faculty Development Strategy is An Essential Element for Quality Teaching Matia Ahmed et al 23
- 4. Meaningful and relevance of topic: 52% of the students strongly agreed, 46% agreed less strongly, 2% had no opinion and no one disagreed. Clarity of lesson: 46% strongly agreed, 52% just agreed, 2% gave no opinion and 0% were non responsive. Clarification of areas of confusion: 58% of the respondent strongly agreed that their teacher explains and clarifies the lesson, 34% agreed, 6% gave no opinion and only 2% strongly disagreed the statement. Effective teaching method: 42% of the student strongly agreed that effective teaching materials and methods have been used that is necessary for learning, 38% agreed but less strongly, 20% had no opinion. Availability of teacher: 58% of the respondent strongly agreed that teachers were always available in campus for their needs. 54% agreed but not like the former group, 2% gave no opinion. Clear pronunciation: 64% of the respondent strongly agreed that pronunciation were clear, 34% agreed. Stimulation of thinking and interest: 32% of the respondent strongly agreed that teachers stimulate them in thinking, 46% agreed and 6% give no opinion. Respect as an individual: 48% of the respondent strongly agreed that their teachers respect each student as individual, 38% agreed, 10% gave no opinion. Impartiality: 58% of the respondent strongly agreed that their teachers are impartial, 30% agreed. Caring towards student: 54% of the respondent strongly agreed that their teacher are Caring towards them, 42% agreed. Punctuality: 78% of the respondent strongly agreed that their teacher are punctual, 12% agreed 2% gave no opinion. Discussion: Recently interest has been taken both in public and private sector for faculty development initiatives of medical teachers. Director General of health service through directorate of medical education and continuining medical education play pivotal role in different faculty development programme. In addition medical education unit of all medical colleges have their own programme. This study reveals the attitude of the phase 1 medical students towards teaching learning session imparted by the department of Physiology during their first eight to nine months of entry to the subject. Since adequate briefing was done to the respondents and questionnaire was anonymous it can be assumed that there should be no error between their opinion in papers and in reality. Majority of faculty members (82%) had a strongly positive attitude towards teaching and they were well prepared for the classes (72%), suggest that the entire group teacher spends considerable time for developing their course syllabi 4. Having strong enthusiastic approaches towards teaching (48%, 44%) which is definitely a positive reflection of the quality of faculty members and also reflects that faculty development programme are in practice in this institution. All other variables which were considered also show a move towards achieving a goal. It is quite common that open- ended questions are enclosed in a course evaluation to allow students to express an unconstrained opinion about some aspect of the class and/or instructor. Such questions usually provide important diagnostic information and insight for the formative evaluation about the course and instructor 5. .It would not be unwise to mention here that critical analysis of the respondents also indicate that faculty members should be exposed more and more towards faculty development activities. The study describe that the respondents intention to enter into the MBBS course was to serve the people and the country. The respondentsgaveopinionofnecessityforimprovement of facilities like availability of common room, improvement of infrastructure of lecture gallery,etc.Respondents prefer to receive handouts before a teaching session although medical education has mixed feeling about distributing handouts to the students. Whether students should be given handouts is still a matter of controversy. It depends, in part on the subject matter of the lecture. Medical science is so vast and handouts limit the knowledge. Some are in the opinion that handouts distract the concentration J Uttara Adhunik Med. College Vol. 03, No. 01, January 2013 24
- 5. in the class, it was spoon feeding or that if given notes, student would not attend lectures 6. Limitation: The selection of subjects was not random. Students became subjects by virtue of being present on the day their class was surveyed. The selection of classes was arbitrary. Recommendation: 1. There are a number of Faculty development programmes available in both public and private sectors. The study recommends that all faculty members should be exposed to all these programme. 2. The study also proposed to organize exchange programme between medical institutes within the country and also exchange with overseas countries. 3. Proposition is also to increase more and more Faculty development programmes through Director General Health and CME. Conclusion: Faculty development programme is an essential component for production of quality doctors and as such quality medical teachers. Credit should be given to the members on participating different programme and should have credit for attending such sessions which will have impact on further promotion or upliftment of the teachers. References: 1. Srinivas D.K., Adkoli B.V. Faculty development in medical education in India : The need of the day. Al Ameen J Med Sci. 2009; 2: 6-13 2. Ahmed W.Current Status of Faculty Development Events in Different Medical Institutions of Bangladesh. [thesis] [Dhaka (Bangladesh)]: BSMMU. MMEd Examination Part III, July – 2012. 3. Steinert, Y.Faculty Development-Abrief introduction.Amee, 2008.centre for medical education, Faculty of Medicine. McGill University, 2008. 4. Charles R. Emery, Tracy R. Kramer and Robert G. Tian. Return to academic standards: a critique of student evaluations of teaching effectiveness. Quality Assurance in Education .11(1); 2003: 37-46. 5. C.Yining, B.Leon, Hoshower.Ohio University,Athens, Ohio, USA. Student Evaluation of Teaching Effectiveness: an assessment of student perception and motivation. Assessment & Evaluation in Higher education, 28(1); 2003. 6. M.Ruth, Beard, Hartley J.Teaching and Learning in Higher education.4th ed.Paul Chapman Publishing, London. 1984.p160. Faculty Development Strategy is An Essential Element for Quality Teaching Matia Ahmed et al 25